Lesson Plans September

September Back-to-School Pre-K: Backwards-Planned Mini-Lessons (Math, Science, Phonics, Books/Early Literacy, Emotional Awareness, Art)

Learning Objective

Students will be able to participate in classroom routines, demonstrate foundational pre-K skills across math, science, phonics, early literacy, emotional awareness, and art, and show emerging independence in following directions and expressing ideas.

Assessments

• Observational checklist tracking participation in routines, ability to count 1–10, identify 3 basic shapes, name 5 letters/sounds introduced, answer comprehension questions from a read-aloud, use emotion words to identify feelings in self and others, and create an art piece using provided materials.
• Short performance tasks: counting objects (1–10), shape-sorting activity (3 shapes), letter-sound matching with 5 target letters, retelling of a short book using picture prompts, emotion matching game (face cards), and a self-portrait art piece.
• Portfolio samples: one math sample, one phonics/early literacy sample, one science observation drawing, one emotional-awareness reflection (picture + sentence), and one art piece.
• Teacher rubric (3-point scale: Emerging, Developing, Secure) for each domain.

📚 Observational Checklist

Skill Area

Target Behavior

Progress Notes / Observation

Math

Counts verbally or uses one-to-one correspondence for items \(1\) to \(10\)

Math

Identifies and names at least three basic shapes (e.g., circle, square, triangle)

Literacy

Correctly produces the sounds of five letters

Literacy

Answers a comprehension question from a read-aloud (e.g., retelling or predicting)

Socio-Emotional

Labels and expresses their own emotions appropriately

Creative Art

Engages in creative art activities and expresses ideas visually

Key Points

• Routines and classroom expectations support learning and emotional safety.
• Early math: counting objects to 10 and recognizing basic shapes (circle, square, triangle).
• Early science: exploration using senses and observing the natural world.
• Phonics/letters: introduction to 5 high-frequency letters and their initial sounds.
• Early literacy/books: interactive read-aloud skills — talk, predict, retell using pictures.
• Emotional awareness: naming feelings, using calm-down strategies, and practicing turn-taking.
• Art: using materials safely, making choices, and describing artwork.

Math Mini-Lesson: Counting, Comparing, and Shapes (Back-to-School Week 1)

Learning Objective

Students will be able to count objects to 10, compare groups as more/fewer, and identify circle, square, and triangle.

Assessments/Small group

• Counting task: child counts a small set of counters (1–10) while teacher records accuracy.
• Shape-sorting task: child sorts 6 classroom shapes into labeled bins.
• Comparison check: teacher asks “Which group has more?” with two sets of counters (1–10).

Key Points

• One-to-one correspondence when counting.
• Vocabulary: more, fewer, same, circle, square, triangle.
• Using visual supports and manipulatives helps understanding.

Opening

• Morning circle hook: “How many friends are at circle today?” (count heads together).
• Quick movement: count 1–10 while jumping to engage bodies and attention.

Introduction to New Material

• Model counting with a set of 5–7 counters: touch each item and say the number aloud.
• Introduce three shape cutouts; show real-world examples (clock = circle, window = square, slice of pizza = triangle).
• Anticipate misconception: children may recite numbers without matching items — remind them to touch each item as they count.

Guided Practice

• Behavioral expectations: sit on carpet, choose sitting mountain, mermaid, or crisscross, raise hand to share..
• Teacher-led counting with manipulatives; ask children to count along while touching each object.
• Scaffolded questions:
  • Easy: “How many counters do we have?” (provide 1–3)
  • Medium: “Which group has more, group A or group B?” (provide 2–5)
  • Hard: “If I add one more to this group of 4, how many now?” (use fingers/objects)
• Circulate and use quick checks (showing fingers, thumbs up) to monitor.

Independent Practice

• Behavior: students work at table with partner, share manipulatives.
• Assignment: Each child receives a small tray with up to 10 counters and three shape cards. They count and place the correct number next to each card (the teacher provides a picture prompt like “3 apples”).
• The teacher records one sample from each student for a portfolio.

Differentiation

• Below grade level: Use smaller sets (1–3), provide number lines with pictures, provide hand-over-hand guidance for one-to-one counting, use counting songs.
• On grade level: Count to 10 independently with manipulatives; sort and name 3 shapes; answer basic more/fewer questions.
• Above grade level: Extend to simple addition/subtraction within 10 using story problems (“I have 3, you gave me 2 more — how many?”); ask a child to explain reasoning with words or drawing.

Closing

• Quick counting song with visual fingers; ( one little duck, five green speckled frogs, five little apples) children show how many by holding up fingers.
• Exit ticket: child shows 1–5 counters to teacher and counts aloud.

Extension / Above-Grade Challenge

• Pose a pattern challenge: create ABAB patterns with shapes and counters and ask children to predict the next item (introduces sequences and logical reasoning).

Home engagement

Send an activity sheet: find and draw three household shapes and count 5 favorite toys with adult help (parents sign when completed).

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Science Mini-Lesson: Exploring Our Classroom and Nature with Our Senses

Learning Objective

(I’ve got senses- Book) Students will be able to observe, describe, and record simple attributes of objects using their senses (see, touch, smell, hear) and make one observable claim (e.g., “The leaf is smooth”).

Assessments

• Observation walk checklist: teacher notes each child’s contributions during a short outdoor or window-side walk.
• Science journal drawing: child draws one object they observed and describes it with one or two words (teacher records/labels).
• Oral task: child answers “What did you notice?” with teacher prompting.

Key Points

• Use senses to gather information.
• Science vocabulary: observe, look, feel, smell, listen.
• Making simple evidence-based statements (I see…, I hear…).

Opening

• Hook: “Let’s be detectives! ( Pete the Cat- secret agent)What can our eyes tell us about the playground?” Display a magnifying glass to invite curiosity.
• Single-sentence prediction: “Will we find more leaves or more rocks?”

Introduction to New Material

• Demonstrate using a magnifying glass and encourage children to describe (color, texture).
• Show an example observation drawing and model labeling with one-word descriptors.
• Common misconception: “Seeing equals knowing” — emphasize describing what is observed, not assuming purpose or function beyond observations.

Guided Practice

• Behavioral: walk safely, hands to self, use whisper voices outside.
• Small-group sensory stations (touch box, smell jars with safe items like orange peel, fabric, cotton).
• Scaffolded prompts:
  • Easy: “What color is it?”
  • Medium: “How does it feel? Is it rough or smooth?”
  • Hard: “What might make this change?” (leaves turning color)
•  Record quotes and checks for use of observation words.

Independent Practice

• Students choose one natural item (leaf, small stick) and create an observation drawing at a table with crayons.
• Expectation: hold crayons safely, stay seated, share materials.
• collect drawings for the portfolio with a label of the child’s words.

Differentiation

• Below grade level: Provide tracing outlines for drawing, offer picture-word cards (“leaf,” “rough,” “green”) and one-on-one prompts.
• On grade level: Independently draw and use one or two descriptive words with teacher support for labeling.
• Above grade level: Encourage comparison (“How is this leaf different from the other?”) and simple classification (big/small, smooth/rough) and a dictation sentence about a change they might observe.

Closing

• Share one observation aloud in a circle using sentence starter: “I noticed…” affirm all contributions.

Extension / Above-Grade Challenge

• Create a simple classroom weather chart and have children observe and record daily changes across the month (introduce graphing pictorially).

Home engagement

• Family nature walk: find and glue one leaf to a sheet and have the child dictate one word to describe it.

Phonics Mini-Lesson: Introduction to Five Letters and Initial Sounds (September Letters)

Learning Objective

Students will be able to recognize and produce the initial sound for five target letters and identify the letter shape/name visually.

Assessments

• Letter-sound matching cards: child matches an object picture to the correct letter card for five target letters.
• Quick one-on-one check: student names letter and says sound for each target letter.
• Portfolio sample: child circles pictures that start with the target sound on a worksheet.

Key Points

• Focus letters (example): /m/ (m), /s/ (s), /a/ (a), /t/ (t), /p/ (p) — choose consistent set across class.
• Key phonics vocabulary: letter, sound, beginning.
• Multisensory approach: visual, auditory, kinesthetic helps memory.

Opening

• Hook song: chant the five letters and perform corresponding actions (m — pretend to munch, s — slither).
• Show letter cards and a mystery bag with small objects that start with target letters.

Introduction to New Material

• Explicit modeling: show letter card, say letter name and sound, demonstrate mouth formation slowly for each sound.
• Link letter shape to sound with a clear gesture or motion (trace letter in air).
• Anticipate misconception: students may say letter name instead of sound—prompt with “What sound does this letter make?”

Guided Practice

• Behavioral expectations: hands to self during teacher modeling, raise hand to share.
• Teacher-led sound hunts: hold up objects, children say which letter sound it begins with.
• Scaffolded prompts:
  • Easy: “Point to the letter that matches this sound.”
  • Medium: “Tell me the sound of this letter without the picture.”
  • Hard: “Find something in the classroom that begins with this sound.”
• Small-group stations with letters and trays for tactile tracing.

Independent Practice

• Behavior: work independently at table, use quiet voices.
• Assignment: picture sort sheet where children glue pictures under the correct letter column for the five letters.
• Collect one sample per child for the portfolio and note progress.

Differentiation

• Below grade level: limit to 2–3 letters, provide object-picture cues, use hand-over-hand tracing or letter stamps.
• On grade level: work with all five letters, perform matching and sorting tasks with minimal prompts.
• Above grade level: ask child to produce words that begin with each sound and attempt to write the letter independently; encourage onset-rime play for simple rhymes.

Closing

• Quick review: flash each letter card and have children chorus the sound and do the motion.
• Exit check: child gives a thumbs-up when they hear a sound they recognize in a final short game.

Extension / Above-Grade Challenge

• Phoneme blending introduction: combine two taught sounds to form simple CV words (e.g., /m/ + /a/ = “ma”) and ask children to listen and repeat.

Home engagement

• Letter-sound home sheet: five letters with a picture to say aloud each day; parents sign when practiced.

Books / Early Literacy Mini-Lesson: Interactive Read-Aloud and Retell (Back-to-School Read-Aloud)

Learning Objective

Students will be able to listen to a short picture book, answer simple comprehension questions using picture cues, and retell key events using picture prompts.

Assessments

• Teacher checklist during read-aloud noting who answers questions, who makes predictions, and who retells with picture prompts.
• Retell station: child arranges 3–4 picture cards in story order and narrates with teacher prompting; sample collected for portfolio.

Key Points

• Story elements: characters, setting, beginning-middle-end (kept simple).
• Early literacy skills: prediction, connection, retelling via pictures.
• Listening behaviors: looking at the book, turning pages with guidance, participating when called.

Opening

• Hook: Show the book cover and ask “What do you think this story is about?” Encourage 1–2 quick predictions.
• Sing a short hello song to get attention before reading.

Introduction to New Material

• Model interactive reading: pause to point at pictures, ask “What do you see?” and make a prediction.
• Use picture cards representing story sequence; demonstrate how to retell using the cards.
• Anticipate misconception: children may recount unrelated personal stories—guide them back to story events with prompts.

Guided Practice

• Behavioral expectations: sit on carpet, respect books, listen when others share..
• During reading, ask scaffolded questions:
  • Easy: “What color is the cat?”
  • Medium: “What happened first?”
  • Hard: “Why do you think the character did that?”
• Use think-pair-share with neighbors to build confidence before whole-group responses.

Independent Practice

• Behavior: children sit in a small retell group with 3–4 picture cards each.
• Assignment: arrange cards in order and tell a partner the story using the pictures; teacher records one retell per child for the portfolio.

Differentiation

• Below grade level: provide two-picture sequences and sentence starters (“First, the ___”), give picture-word cue cards.
• On grade level: arrange 3–4 pictures and retell using 1–2 simple sentences.
• Above grade level: ask the child to describe character feelings and provide a short explanation for one event; encourage adding one new sentence to the retell.

Closing

• Class retell wall: one student per day places their retell cards on the wall and shares one sentence; teacher summarizes story with children repeating.

Extension / Above-Grade Challenge

• Create an alternate ending: children suggest a different ending and draw one picture to show it, then share in small groups.

Home engagement 

Family reading log: read a short book at home and ask the child to tell one thing that happened; parent signs.

Emotional Awareness Mini-Lesson: Naming Feelings and Calm-Down Strategies

Learning Objective

Students will be able to identify basic emotions (happy, sad, angry, scared) in themselves and others and use one calming strategy (deep breaths, cozy corner) when upset. (the color monster with interactive plush toys)

Assessments

• Emotion matching activity: child matches feeling face cards to scenarios read aloud.
• Observation during free play: teacher notes one instance of child naming emotion or using a calm-down strategy.
• Portfolio: child draws a face showing one feeling and dictates why they might feel that way.

Key Points

• Emotion vocabulary: happy, sad, angry, scared, calm.
• Self-regulation strategies: deep breaths, counting, using a quiet corner, asking for help.
• Recognizing cues in others (faces, tone).

Opening

• Hook: Emotion song with faces (show cards and wiggle to each emotion).
• Quick check-in: “Show me with your face how you feel right now.”

Introduction to New Material

• Model naming emotions using puppet scenarios; demonstrate a calm-down strategy (3 deep breaths).
• Use social stories with simple illustrations describing feelings and appropriate responses.
• Anticipate misconception: children may think all negative expressions mean “bad” — teach that all feelings are okay and we choose behavior.

Guided Practice

• Behavioral expectations: respectful listening, practicing calm voices when modeling.
• Role-play: teacher or puppet acts out a scenario; children identify emotion and suggest a calm strategy.
• Scaffolded prompts:
  • Easy: “Which face shows happiness?”
  • Medium: “What can you do if you feel angry?”
  • Hard: “How might your friend feel if you take their toy? What could you do instead?”
• Monitor and give immediate praise for using strategies.

Independent Practice

• Behavior: use calm corner when signaled; practice one deep-breathing exercise at desks.
• Assignment: each child draws themselves using a calm strategy; teacher writes the child’s words to accompany drawing.

Differentiation

• Below grade level: provide emotion face strips to point to, model strategies with puppet, offer physical supports like a weighted lap pad if available.
• On grade level: identify emotions in short scenarios and demonstrate one calm-down strategy.
• Above grade level: role-play peer mediation (practicing “I feel… when you… Please…”) and explain why the strategy helps.

Closing

• Morning/afternoon “feeling check”: children point to a class feelings chart and share one breathing practice.

Extension / Above-Grade Challenge

• Create a feelings book: each child contributes one page with a drawing and a sentence about a feeling and how they calm down; compiled as a classroom book.

Home engagement

• Family feelings activity: at dinner, ask the child to name one feeling they had and one calming thing they did; parent signs.

Art Mini-Lesson: Self-Portrait and Choice of Materials

Learning Objective

Students will be able to create a simple self-portrait using at least two different materials and describe one choice they made in their artwork.

Assessments

• Completed self-portrait collected for portfolio showing use of at least two materials (crayon + collage, paint + marker).
• Oral check: child describes one choice (“I used blue because it’s my favorite”).
• Teacher rubric: effort, safe use of materials, ability to name materials used.

Key Points

• Art vocabulary: portrait, color, line, shape, texture.
• Choice and voice: making decisions about material and color.
• Safety and care for materials.

Opening

• Hook: Mirror time — each child looks in a mirror for 30 seconds to notice features.
• Quick question: “What color are your eyes? What hair do you have?”

Introduction to New Material

• Demonstrate how to make a simple face with shapes (a circle for the face, dots for eyes).
• Model adding collage materials (yarn for hair, fabric for clothes).
• Anticipate misconception: children may copy exactly to be “perfect.” Emphasize expression and choices over correctness.

Guided Practice

• Behavioral expectations: use materials gently, share glue/scissors safely, and keep work on the table.
• Teacher models step-by-step: draw face outline, add features, select two materials to add texture.
• Scaffolded prompts:
  • Easy: “What color will you use for hair?”
  • Medium: “Can you add something that shows texture?”
  • Hard: “Tell me why you chose these materials for your portrait.”
• Monitor stations and provide positive feedback.

Independent Practice

• Behavior: children work at the art table, clean up after themselves.
• Assignment: create a self-portrait using at least two materials and sign your name (teacher helps if needed).
• The teacher takes a photo of the finished work for the portfolio and writes down the child’s description verbatim.

Differentiation as needed

Play-based learning- Classroom activities

• Seasonal sensory bin activities
• Morning soft start cubbies
• Introduce calm down corner/ expectations and options
• Seasonal dramatic play 
• Open ended sensory play table (change out weekly)